Information Technology Reference
In-Depth Information
Fig. 15.2
An example of an Instructional Architect project about the Berlin Wall for grade 10 with
an overlay of the online resource linked to from the project
Pedagogical Context: Problem-Based Learning
Problem-based learning (PBL) is a well-established inquiry-oriented instructional
method, originally developed in medical education, and now used in K-12 and
university settings (Savery, 2006). In PBL, learners acquire knowledge through
engaging with authentic and challenging problems (Barrows, 1986, 1996; Savery,
2006). Typically, learners operate in small groups to solve these authentic problems
using resources (including online resources) made available to them. The instruc-
tor acts as a facilitator and provides scaffolds and coaching. Each problem cycle
concludes with a reflection phase, in which learners discuss the efficacy of the
information obtained and their solution strategies.
Overall, research shows that PBL is successful in promoting student learning.
Past meta-analyses show PBL students performing about as well on knowledge
tests as their lecture-based counterparts (Gijbels et al., 2005). When asked to
perform at a deeper level, for example, understanding the relationships and depen-
dencies between concepts or applying knowledge, PBL students perform better
(Walker & Leary, 2009). There is also uniform agreement across several meta-
analyses that PBL students retain much more of what they learn (Barneveld &
Strobel, 2009).
PBL findings specific to teachers are even more dramatic. For example, our own
analysis of past work in teacher education that utilizes PBL (Derry et al., 2006;
Gulseçen & Kubat, 2006; Shoffner & Dalton, 1998) shows a weighted effect size
that is extremely high (
d
=
1.14).
